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Open Access Article
1 - A Study of Culture-Specific Items in “Inferno” from English into Persian on the Basis of Vinay and Darbelnet’s Classification
سید سهام الدین سید محسن Mahshad TasnimiThere have always been problems translating culture-specific items because of the differences between the source and target language cultures. For example, differences exist between languages regarding religions, rituals, clothes, food, and communication norms, though s MoreThere have always been problems translating culture-specific items because of the differences between the source and target language cultures. For example, differences exist between languages regarding religions, rituals, clothes, food, and communication norms, though some cultures may be extremely close. The present study aimed to examine the strategies used to translate the culture-specific items in the novel “Inferno” (Brown, 2013) from English into Persian by the Iranian translator Manizhe Jalali (2013). The data was first extracted from the source text based on Newmark’s (1988) and Aixela’s (1996) theoretical models. Then, Vinay and Darbelnet’s classification (1958) was applied to find the strategies used by the translator to render culture-specific items. To achieve the study's goal, the researcher extracted 1000 culture-specific items from the novel “Inferno.” The Persian translations of these items were studied using a corpus-based and descriptive design to recognize the equivalents chosen by the translator. The content analysis results indicated that the translator used 12 different types of strategies: borrowing, literal translation, adaptation, explicitation, generalization, amplification, transposition, calque, particularization, reduction, equivalence, and implicitation. The results also showed that borrowing, literal translation, and amplification were the most prevailing and frequently applied translation procedures, while equivalence, particularization, implicitation, and transposition were the least frequently utilized ones. It was also found that no modulation strategy was used regarding culture-specific items in the translation of the novel “Inferno” from English into Persian. The results of this study are helpful for general readers, translators, and translation teachers to select the more appropriate translation strategies, which results in a better understanding of literary books. Manuscript profile -
Open Access Article
2 - Genre Analysis of English Abstracts and Their Persian Translations
Alireza Bahremand Esmail Zainodiny Mofrad alireza bahremandThis research aimed to investigate English and Persian abstracts of TEFL theses. To achieve the study's objective, 120 English thesis abstracts and their Persian translations of Iranian TEFL students at the MA level at different universities of Iran were collected and t MoreThis research aimed to investigate English and Persian abstracts of TEFL theses. To achieve the study's objective, 120 English thesis abstracts and their Persian translations of Iranian TEFL students at the MA level at different universities of Iran were collected and then analyzed. The sampling method used was purposive sampling. First, two raters' qualitative content analysis was done based on Swales’ (2004) model. Then, the frequencies and percentages of different moves were calculated in the English and Persian corpora. Finally, Chi-square tests were run to check the significance of the difference between the frequencies of different English and Persian corpora moves. The results showed the occurrence of various moves in the English corpus. The results also confirmed that other moves were present in the Persian corpus. Finally, the results demonstrated that there was a significant difference between the frequencies of different moves in the two corpora, except Move 1 Step 2 Making topic generalizations, Move 2 Step 1B Indicatina gap, Move 2 Step 1C Question raising, and Move 3 step 6 (PISF) Stating the value of the present research. Manuscript profile -
Open Access Article
3 - Exploring Iranian Translation Studies Students’ Perception of Research: Education Level in Focus
Neda Fatehi Rad Mohadese karimiThis study aimed to explore the perceptions of Iranian undergraduate (B.A) and graduate-level (M.A) translation studies students’ about research and investigated whether translation students’ research concepts are different in their education level. To this MoreThis study aimed to explore the perceptions of Iranian undergraduate (B.A) and graduate-level (M.A) translation studies students’ about research and investigated whether translation students’ research concepts are different in their education level. To this aim, a descriptive survey method was employed. The participants of this study included 60 M.A and B.A students of translation studies (30 males and 30 females) from different branches of Islamic Azad University in Iran. This selection was made based on convenience sampling. The data of this study were collected using Meyer, Shanahan and Laugksch’s (2007) questionnaire. Analysis of data was done using qualitative content analysis of the data. Results of data analysis showed that B.A-level and M.A-level translation students have a good perceptions about research. Also, it was found that the participants’ perceptions of research were different in terms of their education level. In a more specific sense, M.A-level translation students’ perceptions of research were more scientific and technical compared to the undergraduate students’. Manuscript profile -
Open Access Article
4 - Postmodernism and Translation: Analyzing the Translation of Postmodernism Fictional Text
فاطمه ابویی معین زاده نظام الدینThe present paper sought to analyze the translation of postmodern fictional text. More specifically, the researchers made an attempt to determine postmodern techniques which have been used by the Iranian translator. The study also explored the Persian translation of "Tr MoreThe present paper sought to analyze the translation of postmodern fictional text. More specifically, the researchers made an attempt to determine postmodern techniques which have been used by the Iranian translator. The study also explored the Persian translation of "Trout Fishing in America" as a fictional text in order to highlight the extent of postmodernism, and main problems of translating postmodernism were assessed by the researchers. This research is a qualitative corpus-based one focusing on eight postmodernism techniques which were presented by Sheeba (2017). The corpus collected for the purpose of this research consisted of Richard Brautigan “Trout Fishing in America” and its Persian translation by Yazdanjoo. After analyzing and interpreting data, the results were fully discussed and presented by the researchers. Findings revealed that all the techniques of postmodernism were applied by the Iranian translator. Among all, “magical realism” has been applied more than other techniques, but “reader involvement” has been used less than other ones in rendering translation. Results of the study also indicated the ability of the translator in highlighting illusory and imaginary phrases to assist the reader in understanding such imaginative items. regarding the main problems, the translator has to omit many cultural differences which can produce the most far-reaching misunderstandings among readers. Also, in most cases he just transferred the sentences in to target text and finding the exact meaning of the sentences are very hard for the reader in Persian. Manuscript profile -
Open Access Article
5 - Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching
زهرا زرگران Mohammad Khatib Parviz Birjandi Massood YazdanimoghaddamLanguage teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conce MoreLanguage teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conceptualizing noticing concept was the main aim of this research. It was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. Therefore, a total population of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Then, 60 teachers from both groups did the questionnaire and a t-test was carried out. The empirical findings from the first phase of the study revealed seven noticing constructs namely as 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. Teaching experience is a dynamic entity and other operational definitions might change the result; however, findings of the research will be of a valuable pedagogical framework. Manuscript profile -
Open Access Article
6 - Margaret Atwood Demarcated Post Human World
Mojgan AbshaviThe present study tries to analyze Atwood’s MaddAddam trilogy in the light of Donna Haraway's “cyborg theory.” Atwood chooses the term “speculative fiction” for her trilogy to speculate the process of identity transformation as a result of MoreThe present study tries to analyze Atwood’s MaddAddam trilogy in the light of Donna Haraway's “cyborg theory.” Atwood chooses the term “speculative fiction” for her trilogy to speculate the process of identity transformation as a result of scientific and technological developments. She aims to warn people against technological developments and economic practices that lead to environmental degradation. The trilogy reveals humanity’s organic connections with non-human beings through interspecies gene-splicing and the ensuing hybridity. Here the post-human as the inevitable outcome of the amalgamation of humanity and technology appears. One of the main pillars of post-human thought is the use of technology as a means to ameliorate human life by helping overcome the flaws and limitations of the biological body. Atwood's fictional world can be argued to manifest what Haraway explains as the “cyborg theory.” Haraway holds that cyborgs are “hybrids of machine and organism” and their mechanical and organic components are inseparable. Therefore, Haraway's cyborg is a possible figure of new human beings as creatures of social reality. Haraway's theory is clearly present in Atwood's trilogy since the strange hybrid creatures in the novels are the same as Haraway’s cyborgs, and the world portrayed in these stories is a world with extremely advanced technology and progressive projects. Manuscript profile -
Open Access Article
7 - The Effect of Interventionist Dynamic Assessment on Language Learners’ Reading Comprehension
Hossein Shokri Mohammad Reza KhodarezaCollaborative Reading Strategies could help language learners to develop a more teamwork environment for students. and in this research study, researchers investigate the effect of peer-assisted mediation vs. tutor-intervention within interventionist dynamic assessment MoreCollaborative Reading Strategies could help language learners to develop a more teamwork environment for students. and in this research study, researchers investigate the effect of peer-assisted mediation vs. tutor-intervention within interventionist dynamic assessment on the reading comprehension of Iranian intermediate learners. For this purpose, 60 language learners were recruited as the main participants of the study. They were divided into three groups: Experimental group A as peer-mediation, experimental group B as tutor-intervention, group C as control. After this, a pre-test of reading comprehension was given to all the groups. Each group of participants received their own treatment. The treatment took 12 sessions. One session was allocated to proficiency test and pretest and one session for posttest. At the end of the treatment the post test was administered. Findings suggested that involving learners in literature peer mediation and tutor intervention in an interventionist dynamic atmosphere can have significantly positive effects on their reading comprehension. The results of the findings could help language learners to make decision about their own learning experience. They, could also become autonomous who will have enough courage to participate in group discussion. Finding out the effect of interventionist dynamic assessment either with the help of classmates (more knowledgeable peers) or teachers on language skills such as reading comprehension can be of high importance in an EFL context. Iranian EFL teachers and materials developers can benefit from the findings of this study by providing students with suitable tasks based on their assessment needs. Manuscript profile -
Open Access Article
8 - Improving Iranian EFL Young Learners’ Reading Comprehension Skills: Collaborative and Individual Reading in Focus
مانیا کوه افکن فرامرز عزیزملایری Hossein AhmadiThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across i MoreThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across individual and collaborative activities promote EFL learners’ reading comprehension skills. To this end, 2 Iranian EFL teachers from a primary school in Tehran, and 16 Iranian second-graders studying at a primary school in Tehran, were randomly selected as participants. Then, using teachers' reflective journals, participants' observations, and face-to-face interviews with teachers, the needed data were elicited and descriptively analyzed. The obtained results showed that reading sessions using CSR and reading aloud strategy across individual and collaborative activities promote learners' reading comprehension skill more than IR reading sessions. Moreover, teacher-student interactions (TSI) and student-student interactions (SSI) proved beneficial in improving the participants' reading comprehension skills. Manuscript profile -
Open Access Article
9 - Investigating Oral and Written Corrective Feedback on Language Learners’ Grammar
Jafar Izadpanah فیروز صدیقی Leila AkbarpourThis study aimed to determine the effectiveness of explicit oral and explicit written corrective feedback on Iranian EFL learners’ correction of grammatical structures and their attitudes towards C.F.. For this to achieve, the performance of the learners as a resu MoreThis study aimed to determine the effectiveness of explicit oral and explicit written corrective feedback on Iranian EFL learners’ correction of grammatical structures and their attitudes towards C.F.. For this to achieve, the performance of the learners as a result of two types of feedback, namely, Explicit Oral Feedback (EOF) and Explicit Written Feedback (EWF) in the form of metalinguistic feedback (error code and explanation), was studied. Sixty homogeneous Iranian EFL female high school students were randomly assigned to oral and written experimental groups. Afterwards, a grammar test was administered to see the effect of the two types of corrective feedback. The statistical techniques employed to measure such effects were a series of independent paired samples t-tests to analyze the data. The results indicated a significant impact of EOF and EWF groups on correcting grammatical structures, although the EOF outperformed the EWF group.Semi-structured interviews were also conducted with five randomly selected students from each experimental group to check their attitudes about the corrective feedback they had received. The students considered EOF more beneficial than EWF.Implications of using these kinds of feedback in EFL classes and avenues for further research are discussed. Manuscript profile -
Open Access Article
10 - The Impact of Using Figurative Speech (Metaphor & Metonymy) through Dialogic Interaction on EFL Learners’ Writing Performance
Nasrin Jenabagha Ali Najafi امیر مرزبانRegarding the significance of writing in today’s English learning and figurative language, the present paper seeks to determine whether using metaphoric language can have any positive effects on writing improvement through dialogic interactions. A total of 60 fema MoreRegarding the significance of writing in today’s English learning and figurative language, the present paper seeks to determine whether using metaphoric language can have any positive effects on writing improvement through dialogic interactions. A total of 60 female students at intermediate proficiency level from a university in Gorgan, Iran, were selected through convenience sampling. The participants were divided into three groups each one consisting of 20 learners. Quick Oxford Placement Test and Writing Test developed by the current study authors were used to collect data. First, the data normality of K-S test was run. Second, an ANOVA was run to see whether there would be any difference between the three groups in terms of their writing improvement in the pre-test. Then the same ANOVA was run between the post-tests of these three groups. This study showed that metaphor and metonymy through dialogic interactions had significant effects on the participations’ writing. All in all, as pedagogical implications, the present research addresses EFL teachers to practice more dialogical interactions and calls for using group work and figurative language in writing training programs which have not been employed in foreign language courses. Manuscript profile -
Open Access Article
11 - Analyzing the Effect of Using Meta-cognitive Strategies on Iranian EFL Learners’ Writing Skill
محمدشریف حسینیThe present paper was an endeavour to explore the impact of using metacognitive strategies on EFL learners' writing performance of a language institute in Gachsaran, Iran. Also, the students’ views on the use of these strategies in EFL classes and their effect on MoreThe present paper was an endeavour to explore the impact of using metacognitive strategies on EFL learners' writing performance of a language institute in Gachsaran, Iran. Also, the students’ views on the use of these strategies in EFL classes and their effect on the writing performance were assessed. To this end, 40 intermediate learners were recruited to participate in this study. The experimental group included 20 students who adopted metacognitive writing strategies, while the control group included 20 students who followed a conventional teaching writing skill. Firstly, all participants took part in the same pre-test of writing, and the scores were recorded. Then, implementing the mentioned strategies started after running the pre-test. Finally, the students of both groups took part in the post-test and the scores were recorded carefully. Moreover, a metacognitive writing questionnaire was published to explore the views toward employing the mentioned strategies. The data were analyzed descriptively and inferentially. The results indicated that the employment of metacognitive strategy significantly affected the Iranian EFL learners’ writing performance. Further, the EFL learners hold positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and among all, “Monitoring” was used mainly by the participants. Manuscript profile
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